美英兩國初任教師評鑑對我國教師專業發展評鑑之啟示

The Implications for Teacher Evaluation for Professional Development from Beginning Teachers Evaluation System in USA and England

初任教師是教師踏入杏壇後，專業發展的關鍵階段；建立初任教師評鑑制度以協助其專業成長，誠為教師評鑑之重要課題。本研究採文獻分析法，首先檢視我國教師專業發展評鑑之制度、實施現況及優缺點，繼之探討美英兩國初任教師評鑑機制之發展背景、評鑑目的、標準、程序及結果應用，並進一步分析其特色，以尋求可供國內借鏡之處。研究結果發現，其制度對我國教師專業發展評鑑之啟示如下：採行區分化評鑑系統，促進初任教師專業發展；研發專業評鑑標準，裨益檢核初任教師表現水準；建立完整評鑑程序，兼顧初任教師專業成長與表現考核；完備評鑑結果處理，重視評鑑溝通與申訴機制；編列教育經費預算，提供更多配套措施及相關資源；結合理論與實務人員，深耕初任教師評鑑實徵研究。

The first period of teaching is the critical stage for teacher's professional development. Therefore， beginning teacher evaluation system plays an important role in the teacher's professional development. By literature analysis， this study reviews the current system of Teacher Evaluation for Professional Development (TEPD) in Taiwan with its status， strength and weakness. This study analyzes the characteristics of the beginning teacher evaluation system in USA and England (background， purposes， standards， procedure and application) for future reference. Followings are the results: the need for an implementation of different evaluation systems to improve the professional development of new teachers; the need of working out the standards to measure the performance of beginning teacher; the need of a comprehensive evaluation process covering professional development and performance assessment; one has to design a complete evaluation procedure， including communication and claim mechanism; the need of a budget for more supplementary measures and resources; and the need of collaborate theory and practice guiding empirical research and evaluation.